The goal of this course redesign was to engage students in learning the principles of biology by using the kitchen as a laboratory. This work had two outcomes: 1. Allow students to make gains in understanding of course content and 2. Improve the perceptions students have about biology and its relevance to their lives. This work was funded through the Engaged Learning Initiative at Freed-Hardeman University (FHU).  FHU is currently in the introductory stages of formalizing transformative learning across campus.  This course was redesigned and evaluated using tools gained through Science Education for New Civic Engagements and Responsibilities (SENCER). Specifically, students self-reported learning gains in topics covered in class using an instrument called a Student Assessment of their Learning Gains (SALG).  In this poster, components of the course structure will be highlighted.  The results of the SALG from two semesters of courses will also be presented.  Finally, select student comments will also be shared. Suggestions are welcomed regarding how to better structure student reflections and better help students connect what is done in the kitchen to biological concepts. 

Principles of biology (BIO 110) is a course for nonbiology majors to meet the general education requirement for life sciences at Freed-Hardeman University (FHU). The goal of this project was to expose students in the BIO 110 course to biological topics such as metabolism, pH, plant biology, muscle structure, blood viscosity, lipid transport, biomolecules, water, the scientific method, and G protein-coupled receptors in a novel, relevant way. Engaging students in the liberal arts core continues to provide challenges for faculty at FHU. By using the kitchen as a laboratory, the instructor sought to challenge traditional perceptions of biological topics and instead make them applicable and interesting.

This poster will summarize the experience of the students and instructor after two semesters of implementation. Biological concepts were organized using a theme for the week. Typically, a short lecture was followed by activities in the kitchen designed to allow students to experience various principles of biology. Students performed experiments and completed lab reports answering questions about their results. Questions and prompts in the lab report sought to challenge students to reflect on learning that was done in the lab; however, improvements could be made in this aspect of the course and feedback is welcomed. For the final project, students assumed the role of food scientists and used the scientific method to “dissect a recipe.” This involved using the scientific method to make a favorite recipe and test two different variables with appropriate controls. Students then reported their findings to the class.

Student learning was positively impacted by this approach. This poster will summarize student-learning gains as reported by students using a Student Assessment of their Learning Gains (SALG) instrument. Students reported making “moderate, “good,” or “great” gains in all of the major concepts covered in the class on the assessment of learning gains in the fall of 2016. This format of instruction was repeated in the fall of 2017 and student-learning gains will be reported for this semester as well. 

In summary, this poster presents the initial launch of transformative learning work in an introductory biology course. It also presents assessment data of student-reported learning gains. This work demonstrates the power of engagement to impact student learning and improve perceptions about content that students find difficult or uninteresting. It is the presenter’s desire to continue implementation of this approach and further refine the reflection component and help students draw more connections among course topics.

Selected References

Buddies, S. (2014, July 10). Saucy science: Exploring the science of marinades. Retrieved November 20, 2017, from https://www.scientificamerican.com/article/saucy-science-exploring-the-science-of-marinades/

HarvardX: SPU27x Science & Cooking: From Haute Cuisine to Soft Matter Science. (n.d.). Retrieved November 20, 2017, from https://courses.edx.org/courses/course-v1:HarvardX SPU27x 2015_Q2/course/

McGuire, T. R. (2005). “Reinventing Myself as a Professor: The Catalytic Role of SENCER.” SENCER Backgrounder at SSI 2005.

Moore, J. (2005). Is higher education ready for transformative learning?: A question explored in the study of sustainability.” Journal of Transformative Education, 3:,76-91

Tasty Buds. (n.d.). Retrieved November 20, 2017, from http://faculty.washington.edu/chudler/chtaste.html

Yuhas, D. (2012, November 22). Savory Science: Jelly Bean Taste Test. Retrieved November 20, 2017, from https://www.scientificamerican.com/article/bring-science-home-jelly-bean-taste-smell/

Poster

Measuring Transformative Learning
Launching Transformative Learning